Linguistic Features of the Language of Schooling

The Quality of Writing Tasks and Students’ Use of Academic Language in Spanish

“…First, in contrast to informal registers used in face-to-face exchanges about everyday topics, academic language is typically used to communicate about abstract knowledge. Second, distinct from informal registers that are oral, interactive, and spontaneous, the academic register tends to be written, nonparticipatory, and logically organized (Schleppegrell, 2001). Third, this register usually assumes unequal relations between interactants, projecting an authoritative voice and low affective involvement (Christie, 2002;Eggins, 2004;Schleppegrell, 2001Schleppegrell, , 2004.…”

“…Second, distinct from informal registers that are oral, interactive, and spontaneous, the academic register tends to be written, nonparticipatory, and logically organized (Schleppegrell, 2001). Third, this register usually assumes unequal relations between interactants, projecting an authoritative voice and low affective involvement (Christie, 2002;Eggins, 2004;Schleppegrell, 2001Schleppegrell, , 2004. 3 Numerous SFL analyses have revealed how the academic register is realized through a co-occurring set of lexical and grammatical features (Colombi & Schleppegrell, 2002;Halliday, 1994;Schleppegrell, 2004; see also Eggins, 2004, for analytic method).…”

A restricted curriculum for second language learners – a self-fulfilling teacher strategy?

“…Research from Australia and USA has emphasised the importance of development of academic language, the school register, through schooling (Scarcella 2003;Schleppegrell 2004Schleppegrell , 2008Hammond 2006;Gibbons 2006Gibbons , 2008Bailey 2008). When children begin school they have developed the types of language that are used in the context of their homes and their environment, what may be called everyday language (Gibbons 2006).…”

“…While ordinary conversation may contain vague choices of words and formulations, academic contexts demand higher levels of correctness and exactness in language use. According to Schleppegrell (2004), academic language is characterised by logical connections, lexical density, grammatical metaphors and coherence. This puts high demands on school education to provide all students with opportunities to develop these competencies.…”

A critical review of literature on English language teaching textbook evaluation: What systemic functional linguistics can offer

“…Regarding the efficacy of language learning theory, researchers (e.g., Fang & Schleppegrell, 2008, Locker, 1996Schleppegrell, 2001) claimed that language learning is a meaning-making process in context. That is, first, second, or foreign language learners, in order to communicate effectively with other speakers or writers of the new language, have to learn grammar, vocabulary, and meanings in different contexts of social interaction.…”